Public education, equity and digital access: A systematic review of inclusive policies in hybrid learning environments

Abstract

Digital equity in hybrid learning has gained significant importance since the pandemic, particularly in public education. This study conducted a critical analysis of policies, pedagogical approaches, and structural conditions using the PRISMA method, reviewing 24 research projects from Latin America, Asia, and Europe. The results show that hybrid environments have been key to ensuring educational continuity and student development. However, their implementation has revealed profound structural inequalities that especially affect rural communities, Indigenous peoples, people with disabilities, and those with limited connectivity. Furthermore, it is observed that government efforts to improve access to devices and virtual platforms are insufficient without inclusive policies, adequate teacher training, and culturally relevant curriculum redesigns. On the other hand, successful experiences were identified that combine accessible technologies, active methodologies such as the flipped classroom, and Universal Design for Learning (UDL) principles, demonstrating the possibility of creating highly competitive educational environments. In conclusion, digital equity must transcend physical access to technology and be understood as the true capacity of students to actively participate, acquire quality knowledge, and exercise their right to a fair and equitable education.